Saiful Bahri, Suci Siti Nurbarkah, Wiwit Kurniati Rohmah

Sustainable Islamic Lifestyle through Planting Ornamental Plants and Medicinal Plants

Introduction

Sustainable islamic lifestyle through planting ornamental plants and medicinal plants. Explore how madrasahs foster a sustainable Islamic lifestyle through planting ornamental and medicinal plants. This P5-PPRA project develops eco-spiritual character, environmental awareness, and entrepreneurial skills in students.

Abstract

Islamic education plays a significant role in shaping students who are faithful, knowledgeable, and morally upright. As formal educational institutions, madrasahs are expected not only to achieve intellectual excellence but also to cultivate social, spiritual, and ecological awareness among students. However, the integration of environmental education with religious values in madrasahs remains limited. This study aims to describe the implementation of the P5-PPRA Project towards an Eco Madrasah through the Sustainable Lifestyle theme, specifically through the planting and maintenance of ornamental and medicinal plants at MI Darul Ulum Bantaran, and to analyze the ecological and religious character values developed among students. Employing a qualitative descriptive approach, data were collected through observation, interviews, and documentation, and analyzed interactively following the Miles and Huberman model. The findings indicate that these activities successfully foster responsibility, cooperation, discipline, environmental awareness, independence, spiritual consciousness, and high student enthusiasm. Furthermore, the integration of Islamic ecotheology and fiqh al-bi’ah principles ensures that the learning process is contextual, practical, and effective in developing students’ eco-spiritual character. In addition, the successful implementation of these activities provides opportunities for developing entrepreneurial initiatives based on ornamental and medicinal plants, allowing students to generate beneficial products while enhancing their ecological and religious literacy. The P5-PPRA Project thus demonstrates an effective model for establishing Eco Madrasahs oriented towards environmental sustainability and the cultivation of religious values.

Review

This study presents a timely and highly relevant investigation into the integration of environmental education within Islamic educational settings, specifically madrasahs. The authors effectively delineate the implementation of the P5-PPRA Project at MI Darul Ulum Bantaran, demonstrating how the practical activity of planting ornamental and medicinal plants can foster an "Eco Madrasah" and promote a sustainable Islamic lifestyle. Employing a qualitative descriptive approach, the research identifies a range of positive student outcomes, including enhanced responsibility, cooperation, environmental awareness, and spiritual consciousness, underscoring the project's success in cultivating well-rounded individuals. A significant strength of this research lies in its explicit grounding in Islamic ecotheology and *fiqh al-bi’ah* principles. This contextualization provides a unique and culturally resonant framework for environmental education, ensuring that sustainability is not merely an external concept but an intrinsic part of the students' religious and ethical development. The abstract highlights that this approach makes the learning process both practical and effective in developing an "eco-spiritual character." Furthermore, the innovative inclusion of entrepreneurial initiatives, allowing students to generate beneficial products from their plant cultivation, adds a valuable dimension of practical skill development and sustainable economic literacy, thereby enhancing the project's broader impact. While the abstract clearly articulates the positive outcomes, a detailed exploration in the full paper of the specific pedagogical strategies and curricular design elements that facilitate the seamless integration of Islamic ecotheology and *fiqh al-bi’ah* into daily activities would be particularly beneficial. For instance, illustrating how specific religious teachings informed planting choices or the entrepreneurial process could offer deeper methodological insights. Nonetheless, this study provides a compelling and effective model for cultivating both ecological stewardship and deeply embedded religious values within an educational framework. Its findings offer substantial contributions to the fields of environmental education, Islamic pedagogy, and sustainable development, providing a clear and actionable framework for other institutions to consider.

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